Transnational Competence: Empowering Curriculums for Horizon-rising Challenges

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  • Edition: 1st
  • Format: Nonspecific Binding
  • Copyright: 2010-08-30
  • Publisher: Routledge

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Transnational Competenceextends James Rosenau's path-breaking work on the global skill revolution. In this timely new contribution, Koehn and Rosenau develop their transnational-competence (TC) framework and demonstrate the promise of its application across six professional fields of higher-education preparation: teacher education, engineering, business management, social work, sustainable-development (encompassing agricultural sciences, public administration, and natural-resources management), and medicine/health. Aimed principally at higher-education leaders and graduating professionals throughout the world, Transnational Competencefocuses on the skills that tomorrow's practitioners will need to deal with what the authors term horizon-rising transboundary challenges. After exploring emerging twenty-first century challenges from the perspectives of specialists in the six professional fields, the authors focus on tailored curriculum suggestions for educating TC-prepared teachers, engineers, business managers, social-justice workers, sustainable-development practitioners, and physicians/other health-care providers. Chapter 11 presents valuable learning activities that are specifically related to each professional TC curriculum. With reference to resources, administrative support, faculty buy-in, and student interest, the concluding chapter shows how the inevitable obstacles to transforming professional programs in a TC direction can be overcome. Under one cover, Transnational Competenceoffers university educators around the world useful ideas for enhancing and transforming a range of professional programs so that graduates will be prepared with the skills needed to manage emerging challenges that connect populations, ecosystems, and fields of study.

Table of Contents

Forewordp. xi
Introductionp. xiv
Transnational Skills and Campus Internationalizationp. xiv
Active Skill Expectationsp. xv
Current Curricular Limitationsp. xvi
Portable TC Expectationsp. xvi
Multiple Boundary Interfacesp. xvii
The Need for Comprehensive Frameworksp. xvii
Professionals, Professional Education, and Laypersonsp. xvii
Focal Professionsp. xviii
Professional Schools and Associationsp. xviii
Professionals and Laypersonsp. xx
Opportunities for TC Professionalsp. xxi
Transnational Competence and the Skill Revolutionp. 1
The Interpersonal Nexusp. 2
Governance and Transnational Epistemic Communitiesp. 2
Building Transboundary Social Capitalp. 3
Transnationally Empowering Professional Connections and Projectsp. 4
The Case for Transnational Competencep. 6
Limitations of Cultural and Intercultural Competencep. 6
The TC Frameworkp. 7
Analytic Competencep. 9
Emotional Competencep. 11
Creative/Imaginative Capacityp. 12
Communicative Facilityp. 13
Functional (Project/Task) Adroitnessp. 14
Limitations and Relative Strengths of Transnational Competencyp. 16
Transnational Competence and Professional Educationp. 18
Professional Higher Education and Emerging Global ChallÚnges: Leap Forward of Left Behind?p. 19
Addressing the Transnational Imperative Through Transprofessional Enhancementsp. 20
Progression and Methodsp. 21
Eyes on the Horizon: Discerning Transnational Challengesp. 22
International-Relations Perspectivesp. 23
Porosity and Densityp. 23
Fragmentation and Integrationp. 24
Linked Destinies and Proliferating Interdependence Dramasp. 24
Nonstate Initiativesp. 25
Specialist Perspectivesp. 26
Teacher Educationp. 26
Business Managementp. 28
Engineeringp. 31
Social-Justice Workp. 33
Sustainable Developmentp. 35
Health and Medicinep. 38
Tools for Discerning and Preparing for Horizon-Rising Challengesp. 40
Scanning Aheadp. 42
A TC Framework for Training Tomorrow's Teachers Todayp. 44
Analytic Competencep. 45
Emotional Competencep. 47
Creative Competencep. 49
Communicative Competencep. 50
Functional Competencep. 52
Business Management: Educating MBAs Who Are Ready to Take on the Worldp. 54
Analytic Competencep. 56
Emotional Competencep. 58
Creative Competencep. 59
Communicative Competencep. 60
Functional Competencep. 63
Engineering Education for Interdependent Connections: Technology and Societyp. 65
Analytic Competencep. 67
Emotional Competencep. 69
Creative Competencep. 70
Communicative Competencep. 71
Functional Competencep. 72
Educating for Social-Justice Work in a Disparate Worldp. 75
Analytic Competencep. 76
Emotional Competencep. 78
Creative Competencep. 79
Communicative Competencep. 80
Functional Competencep. 81
Transnational Relationshipsp. 81
Transnational Performancep. 81
Transnational Social Justicep. 82
Preparing for Sustainable International-Development Practicep. 84
Analytic Competencep. 86
Emotional Competencep. 87
Creative Competencep. 88
Communicative Competencep. 90
Functional Competencep. 91
Guiding the Transnational Flow of Health Expertise Preparing for Careers in Medicine and Public Health in an Era of Mobility and Mixingp. 94
Downstream Interactions, Upstream Forces, and Midstream Mediating Conditionsp. 95
The Need for Curricular Redirectionp. 96
Surging Student Interestp. 97
The TC Approach and Objectivesp. 97
Preparation for Transnational Practicep. 98
Analytic Competencep. 98
Emotional Competencep. 102
Creative Competencep. 103
Communicative Competencep. 104
Functional Competencep. 105
Concluding Reflectionp. 108
Learning Processes for Enriching the TC Professional Curriculump. 109
Common Threadsp. 110
In-Class TC Learningp. 110
Off-Campus Learningp. 112
Assessmentp. 112
Pedagogical Tools for Preparing TC Teachersp. 114
Pedagogical Tools for Preparing TC Business Managersp. 115
Pedagogical Tools for Preparing TC Engineersp. 116
Pedagogical Tools for TC Social-Justice Workersp. 118
Pedagogical Tools for Preparing TC Sustainable-Development Professionalsp. 119
Pedagogical Tools for Preparing TC Health-Care Practitionersp. 121
Conclusion: Preparing Transnationally Competent Professionalsp. 123
Obstacles and Initiativesp. 124
Resourcesp. 125
Administrative Supportp. 125
Faculty Buy-Inp. 126
Addressing Disinterestp. 127
Addressing Perceived Incapacityp. 127
Addressing Unwillingness to Changep. 128
Student Demandp. 128
Conclusionp. 129
Notesp. 130
Indexp. 201
Acknowledgmentsp. 209
About the Authorsp. 210
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